I love both ideas & will look to implement them. I think my students will enjoy both of these. I teach in a veterinary technology field. Some of my courses lend themselves quite well to doing 10-15 minute blocks of lecture/discussion which we can then follow with hand on activities. I have a few courses though that there is so much information that needs to be discussed before hands on can be attempeted that I can't always break into multiple mini-lectures followed by hands on. In those courses what I have done so far is either pause and do Q/A… >>>

I understand the importance of scheduled demonstrations & we predominantly use only planned demonstrations. I teach in a medical program though, sometimes very dependant on the cases that walk in the door & when they do come in as to the types of tests/procedures we will be doing. (they don't always come in on the days of parasitology lecture or hematology, etc.0 Typically, the other main instructor & I will try to gather as many students as possible if we have something unusual/unique. This can involve "rounding up students from the lounge". After reading the material on demonstrations, should we… >>>